Journal articles: 'African American students African American students African Americans African Americans Academic achievement'

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Guiffrida, Douglas A. "How Involvement in African American Student Organizations Supports and Hinders Academic Achievement." NACADA Journal 24, no. 1-2 (March 1, 2004): 88–98. http://dx.doi.org/10.12930/0271-9517-24.1-2.88.

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The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can hinder the academic achievement of students who value hierarchical leadership styles, service toward systemic change, and leadership experiences over grades. Implications for advising African American students at PWIs are provided along with suggestions for modifying Astin's (1984) theory of student involvement when applying it to African Americans at PWIs.

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Newgent, Rebecca A., Sang Min Lee, and Ashley F. Daniel. "Interracial Best Friendships: Relationship with 10th Graders’ Academic Achievement Level." Professional School Counseling 11, no. 2 (December 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100204.

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The authors examined the relationships between interracial best friendships and 10th-grade students’ academic achievement. The analysis consisted of data from 13, 134 participants in the ELS:2002 database. The results indicated that interracial best friendships for minority students (African Americans, Latino Americans, Asian Americans, and American Indians) generally have a positive relationship with students’ academic achievement. Discussion and implications of the results are presented.

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Dixson, Dante D., Cyrell C. B. Roberson, and Frank C. Worrell. "Psychosocial Keys to African American Achievement? Examining the Relationship Between Achievement and Psychosocial Variables in High Achieving African Americans." Journal of Advanced Academics 28, no. 2 (March 31, 2017): 120–40. http://dx.doi.org/10.1177/1932202x17701734.

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Grit, growth mindset, ethnic identity, and other group orientation are four psychosocial variables that have been associated with academic achievement in adolescent populations. In a sample of 105 high achieving African American high school students (cumulative grade point average [GPA] > 3.0), we examined whether these four psychosocial variables contributed to the achievement of high achieving African Americans beyond the contribution of socioeconomic status (SES) and other demographic variables. Results indicated that the psychosocial variables were not significant predictors of academic achievement for the high achieving African American students in this sample. However, SES was a significant predictor of the academic achievement with a medium effect size. These findings suggest that interventions focused on grit, growth mindset, ethnic identity, and other group orientation may not be as effective as hypothesized.

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Banerjee, Meeta, Deborah Rivas-Drake, and Ciara Smalls-Glover. "Racial-Ethnic Socialization and Achievement: The Mediating Role of Academic Engagement." Journal of Black Psychology 43, no. 5 (January 20, 2017): 451–63. http://dx.doi.org/10.1177/0095798416687705.

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This brief report examined how racial socialization is directly and indirectly related to academic achievement for African Americans attending a predominantly White institution. We expected that students who received more racial socialization would exhibit better academic engagement and this, in turn, would help explain their academic achievement. The sample included 226 African American college students (76% female) between the ages of 18 and 22 years ( Mage = 20.05) who were recruited from the subject pool of the university’s psychology department and through general advertising across the university’s campus. Students participated by completing an online survey. Path analyses indicate that racial socialization messages about cultural pride (i.e., cultural socialization) were associated with academic achievement directly and indirectly through students’ engagement with school. However, racial socialization messages about future barriers were directly associated with academic achievement but not mediated by school engagement. Implications for studying academic engagement and racial socialization in African American college students’ academic achievement are discussed.

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Lee, Xzania White, and Michael Cunningham. "Perceived Teacher Encouragement as Buffer to Substance Use in Urban African American Adolescents: Implications for Disconnected Youth." Education and Urban Society 51, no. 1 (June 23, 2017): 144–69. http://dx.doi.org/10.1177/0013124517714848.

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The variety of experiences of African American adolescents is still misunderstood and neglected. Empirical and lay reports consistently report that drug use is rampant within African American communities despite the fact that national statistics show that African Americans engage in substance use less than their White counterparts. Thus, the current study investigates the relations between African American adolescents’ school encouragement, academic future expectations (AFE), and substance use engagement. The participants are 206 African American adolescents (females = 65.7%), mean age 15.78 ( SD = 1.18), who reside in a southern, urban city. The regression results indicated that there was an inverse, trend level relation between school encouragement and the global substance use assessment (β = −.05, p < .10; Δ R2 = .02). AFE moderated the relation between school encouragement and all of the substance use variables except alcohol. Simple slopes analyses revealed that AFE only significantly moderated the relation between school encouragement and substance use for students who reported low levels of AFE, indicating that increased school encouragement may serve as a protective factor against substance use engagement for those students who may be disconnected from academic achievement.

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Smith, Annie K., Sheila Black, and Lisa M. Hooper. "Metacognitive Knowledge, Skills, and Awareness: A Possible Solution to Enhancing Academic Achievement in African American Adolescents." Urban Education 55, no. 4 (June 19, 2017): 625–39. http://dx.doi.org/10.1177/0042085917714511.

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The resegregation of public schools in the United States continues to place African American students at an academic disadvantage with—oftentimes—limited educational resources and fewer qualified teachers. Providing African American students with skills and strategies to succeed has never been more urgent. Metacognition, often defined simply as “thinking about thinking,” is a construct and process that may explain how students can improve and control their thinking and learning. Given the educational inequality African American students often face, providing strategies—with which they have control—may help empower students to better navigate and make the best of their daily academic experiences and environment composed of limited physical and human resources. Toward this end, recent research on metacognition looks promising and may be one viable option to enhance academic achievement among students. In this article, we consider three related areas that inform African American youth educational experiences: (a) the history of the educational context which African American youth have long faced, (b) the laws that have historically and currently buttress and inform the educational landscape for African American youth, and (c) one potential solution (i.e., metacognitive knowledge, skills, and awareness) to reduce or ameliorate some of the problems outlined in the history and laws that have been implicated in the low levels of academic achievement among some African American youth. Following the review of these related literature bases, we offer recommendations on how the extant literature bases may inform directions for future research that is focused on metacognition and that is ethically and culturally responsive.

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Franklin, Mary E. "Culturally Sensitive Instructional Practices for African-American Learners with Disabilities." Exceptional Children 59, no. 2 (October 1992): 115–22. http://dx.doi.org/10.1177/001440299205900204.

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This article discusses the cultural and educational needs of African-American learners with disabilities. Six theoretical assumptions establish some basic suppositions about culturally and linguistically diverse learners and effective instructional practices. A review of the literature describes African-American cultural practices, interests, and cognitive styles; highlights the attitudes, perceptions, and instructional practices of effective teachers of African-American students; and includes patterns of teacher-student and peer-group interactions that promote high academic achievement among African-American learners. Recommendations include organizing teaching, learning, and performance in ways that are compatible with the social structure of African-American students with disabilities.

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Nasir, Na’ilah Suad, Milbrey W. McLaughlin, and Amina Jones. "What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School." American Educational Research Journal 46, no. 1 (March 2009): 73–114. http://dx.doi.org/10.3102/0002831208323279.

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In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation to academic engagement and achievement, and how they were fostered by the school context. Findings show that students embraced (and were offered differential access to) different meanings of African American racial identity and that these meanings were differentially related to achievement and engagement.

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Prater, Loretta Pinkard. "Early Pregnancy and Academic Achievement of African-American Youth." Exceptional Children 59, no. 2 (October 1992): 141–49. http://dx.doi.org/10.1177/001440299205900207.

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Competing demands of school and home can thrust adolescent mothers into stressful situations. Meeting the requirements to achieve academically can be a challenge, especially for students previously identified as “slow learners.” These students may conclude that academic achievement is an impossibility. How can special educators and service providers help? What environmental variables affect these young mothers' learning capabilities ? This study used a case study research approach to study 10 African-American adolescent mothers who were already at risk of dropping out of school programs. Successful strategies to keep these students in school include school-based clinics, teacher training, sex education, and school-community support.

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Tillman, Linda C. "African American Parental Involvement in a Post-Brown Era: Facilitating the Academic Achievement of African American Students." Journal of School Public Relations 25, no. 2 (April 1, 2004): 161–76. http://dx.doi.org/10.3138/jspr.25.2.161.

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Rust, Jonathan P. "Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors." Urban Education 54, no. 8 (April 2016): 1149–75. http://dx.doi.org/10.1177/0042085916636657.

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Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association’s National Model—leadership, advocacy, collaboration, and systematic change—are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.

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Appling, Brandee, and Shanel Robinson. "K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040043.

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This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

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Rust, Jonathan P., Margo A. Jackson, Joseph G. Ponterotto, and Fran C. Blumberg. "Biculturalism and Academic Achievement of African American High School Students." Journal of Multicultural Counseling and Development 39, no. 3 (July 2011): 130–40. http://dx.doi.org/10.1002/j.2161-1912.2011.tb00146.x.

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Grey, Lorise. "The Impact of School-Based Mentoring on the Academic Achievement Gap." Professional School Counseling 23, no. 1 (January 2019): 2156759X1989025. http://dx.doi.org/10.1177/2156759x19890258.

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This study examined data from the Institute of Education Sciences’ evaluation of school-based mentoring (SBM) programs to establish a causal relationship between SBM and reduction of the academic achievement gap between African American and White middle school students. Participation in SBM improved the academic performance of all students. The findings demonstrated a sizable increase in African American students’ grade point average as a result of same-race mentoring. Implications for school counselors seeking to reduce the achievement gap are discussed.

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Gipson, John, and Donald Mitchell, Jr. "How High-Impact Practices Influence Academic Achievement for African American College Students." JCSCORE 3, no. 2 (January 2, 2019): 123–44. http://dx.doi.org/10.15763/issn.2642-2387.2017.3.2.123-144.

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Utilizing data from seven four-year public institutions in the United States, this study employed chi-square test for independence and a Mann-Whitney U test to examine the relationships between participation in high-impact practices (HIPs)and academic outcomes of undergraduate African American college students. Findings suggest the number of HIPs undergraduate African American students were involved in was associated with academic achievement. Furthermore, associations between HIPs and academic achievement differed based on class standing (i.e., first-year/second-year and junior/senior) and gender. The article closes with implications for practice and future research.

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Rahming, Sophia. "Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education." Journal of International Students 9, no. 4 (November 15, 2019): 1055–73. http://dx.doi.org/10.32674/jis.v9i4.343.

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This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.

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Smith, Wilbur I., and Saundra T. Drumming. "Preference for Numerical Information and Academic Achievement of African-American Students." Psychological Reports 95, no. 2 (October 2004): 631–36. http://dx.doi.org/10.2466/pr0.95.2.631-636.

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Viswanathan's Preference for Numerical Information scale was used to investigate the attitudes of 236 African-American college students toward using numerical information in their thinking and problem solving. The results showed that the participants expressed a positive preference for numerical information, statistically similar in size to the preferences reported in prior research for other groups of students. Also, participants' scores correlated positively ( r = .27) with their academic achievement (fraction answered correctly) on examination questions requiring the use of numerical information but were nonsignificantly related to their academic achievement on questions not requiring the use of numerical information. This pattern of correlations persisted, at reduced levels, when the effects of variations in SAT scores were partialled out. Moreover, for the men correlations between Preference for Numerical Information scores and achievement on examination questions involving numerical information significantly exceeded the correlations between the test scores and academic achievement on questions not involving numerical information. This contrasted with results obtained for women. For them, the correlations did not vary significantly by question type. Thus, for reasons yet to be uncovered, Preference for Numerical Information scores of the African-American men appear to reflect an aspect of cognitive style related to proficiency in using and manipulating numerical information.

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Faulkner-Simmons, Denise. "The Effects of Single-sex Mathematics Classrooms on African-American Males in the Ninth Grade." Journal of Mathematics Research 9, no. 1 (January 2, 2017): 19. http://dx.doi.org/10.5539/jmr.v9n1p19.

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High dropout rates and poor academic performance are frequent characteristics of the educational experience for African-American male youths (Bailey & Paisley, 2004). With increased accountability standards to raise the academic achievement levels, single-sex educational environments have taken a central role in school reform agendas and initiatives in many school districts (Herr & Arms, 2004). The incorporation of a single-sex grouping served as a conduit for teachers to deliver instruction based on the varied learning styles of the students.This study was designed to determine the effect single-sex classroom instruction has on African American males’ achievement in ninth-grade mathematics compared to that of the other student groups. The researcher investigated a public school in a North Texas school district that offered alternative educational options for the students. Single-sex classrooms were created in mathematics. Teachers taught single-sex classes of students from varied ethnic backgrounds during at least one double-blocked period each day. Ex post facto data were analyzed. An independent samples t-test and a two-way factorial Analysis of Variance (ANOVA) were utilized to test each hypothesis to determine whether significant differences existed in the scale scores of comparison groups on state-mandated assessments over a period of 3 years. The instrument used to measure academic achievement is the Texas Assessment of Knowledge and Skills.This study found that the mathematics scores of African American males in single-sex classes did not significantly differ from the scores of African American males in coeducational classes. The scores for the males in single-sex classes were slightly higher than that of males in coeducational classes at each grade level throughout the 3-year period. The mathematics scores of African American females in single-sex learning environments were not significantly different than those of African American males in single-sex classes. The scores for the female students were consistently higher throughout the 3-year period. This study identified the need for single-sex instructional opportunities for students as a means of eliminating the achievement gap.

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SMITH, WILBUR I. "PREFERENCE FOR NUMERICAL INFORMATION AND ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS." Psychological Reports 95, no. 6 (2004): 631. http://dx.doi.org/10.2466/pr0.95.6.631-636.

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Powell, Cecil L., and Kimberly R. Jacob Arriola. "Relationship Between Psychosocial Factors and Academic Achievement Among African American Students." Journal of Educational Research 96, no. 3 (January 2003): 175–81. http://dx.doi.org/10.1080/00220670309598805.

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Wyatt, Shelby. "The Brotherhood: Empowering Adolescent African-American Males toward Excellence." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200615.

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A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model®, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success.

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Banerjee, Meeta, Christy Byrd, and Stephanie Rowley. "The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes." Social Sciences 7, no. 10 (October 22, 2018): 208. http://dx.doi.org/10.3390/socsci7100208.

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Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictors of academic outcomes (i.e., academic persistence, academic self-efficacy, and academic self-concept). The study also investigated whether racial socialization moderated the relationship between school-based discrimination and achievement outcomes. The study sample comprised 74 African American adolescents (49% female) and one of their parents. Hierarchical regressions showed that racial discrimination by peers was negatively related to academic outcomes. Furthermore, we found that dimensions of racial socialization buffered the effects of school-based discrimination on academic outcomes. Implications for the importance of investigating race-related factors in the academic outcomes of African American youth will be discussed.

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Amdouni, Bechir, Marlio Paredes, Christopher Kribs, and Anuj Mubayi. "Why do students quit school? Implications from a dynamical modelling study." Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences 473, no. 2197 (January 2017): 20160204. http://dx.doi.org/10.1098/rspa.2016.0204.

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In 2012, more than three million students dropped out from high school. At this pace, we will have more than 30 million Americans without a high school degree by 2022 and relatively high dropout rates among Hispanic and African American students. We have developed and analysed a data-driven mathematical model that includes multiple interacting mechanisms and estimates of parameters using data from a specifically designed survey applied to a certain group of students of a high school in Chicago to understand the dynamics of dropouts. Our analysis suggests students' academic achievement is directly related to the level of parental involvement more than any other factors in our study. However, if the negative peer influence (leading to lower academic grades) increases beyond a critical value, the effect of parental involvement on the dynamics of dropouts becomes negligible.

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Booker, Keonya C., and Jae Hoon Lim. "Belongingness and Pedagogy." Youth & Society 50, no. 8 (May 30, 2016): 1037–55. http://dx.doi.org/10.1177/0044118x16652757.

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In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic pedagogy. As practitioners and researchers continue to examine the factors related to African American student achievement, empirical research should highlight the importance of teacher warmth and instructional relevance in the experiences of students of color in middle grades and secondary mathematics classes.

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Liou, Daniel D., and Erin Rotheram-Fuller. "Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance." Urban Education 54, no. 3 (January 12, 2016): 397–429. http://dx.doi.org/10.1177/0042085915623340.

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Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity.

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Alhadabi, Amal, and Jian Li. "Trajectories of Academic Achievement in High Schools: Growth Mixture Model." Journal of Educational Issues 6, no. 1 (May 10, 2020): 140. http://dx.doi.org/10.5296/jei.v6i1.16775.

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The current study investigated patterns of growth in academic achievement trajectories among American high school students (N = 12,314) that were obtained from a nationally representative, public-use dataset (the High School Longitudinal Study of 2009) in relation to key demographic information (i.e., gender, grade level, socioeconomic status [SES] in ninth grade, and ethnicity) and a distal outcome (i.e., applying for college). Unconditional growth mixture model showed that the three-class model was most appropriate in capturing the latent heterogeneity (i.e., low-achieving/increasing, moderate-achieving/decreasing, and high-achieving/slightly increasing). Two covariates (i.e., gender and SES in ninth grade) were positively associated with the intercept growth factor (i.e., initial GPA) in two of the three achievement classes (i.e., high-achieving and moderate-achieving). In contrast, two other covariates (i.e., Hispanic and African American) were negatively associated with the intercept growth factor in all of the achievement classes. The multinomial logistic regression coefficients identified an increase in the likelihood of belonging to the following achievement classes: (1) Moderate-achieving, if the students were male or African American and of low SES, (2) Low-achieving, if the students were male and of low SES, and (3) High-achieving, if the students were female and of an ethnicity other than African American and high SES. The probability of not applying for college was higher among the low-achieving and the moderate-achieving classes compared with the high-achieving class (223 words).

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Miranda, Alexis, Linda Webb, Greg Brigman, and Paul Peluso. "Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students." Professional School Counseling 10, no. 5 (June 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000506.

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Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar gains after SSS participation.

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Davis-Bowman, Jennifer. "African American Child and Adolescent Academic Help-Seeking: A Scoping Review." Education and Urban Society 53, no. 1 (May 4, 2020): 42–67. http://dx.doi.org/10.1177/0013124520916174.

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To influence school achievement, researchers investigate student academic help-seeking. However, a growing population of students of color combined with the risk of poorer academic performance yields attention toward African American student academic help-seeking. In this review, 13 studies analyzed sampling characteristics, theoretical frameworks, and designing methodologies. Results illustrated that samples varied in terms of data collection, settings, participant characteristics, and research purpose. Also, frameworks differed with the majority of the studies referencing culture or motivation-informed theory. The methodology focused on quantitative measures of help-seeking behavior, attitude, and influencing variables. Qualitative measures showed African American students experienced help-seeking challenges, family involvement, and assumed responsibility for seeking help. Implications for research and practice are provided.

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Smith, Aaron X. "Afrocentricity as the Organizing Principle for African Renaissance. Interview with Prof. Molefi Kete Asante, Temple University (USA)." Vestnik RUDN. International Relations 20, no. 1 (December 15, 2020): 210–17. http://dx.doi.org/10.22363/2313-0660-2020-20-1-210-217.

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Professor Molefi Kete Asante is Professor and Chair of the Department of Africology at Temple University. Asante’s research has focused on the re-centering of African thinking and African people in narratives of historical experiences that provide opportunities for agency. As the most published African American scholars and one of the most prolific and influential writers in the African world, Asante is the leading theorist on Afrocentricity. His numerous works, over 85 books, and hundreds of articles, attest to his singular place in the discipline of African American Studies. His major works, An Afrocentric Manifesto [Asante 2007a], The History of Africa [Asante 2007b], The Afrocentric Idea [Asante 1998], The African Pyramids of Knowledge [Asante 2015], Erasing Racism: The Survival of the American Nation [Asante 2009], As I Run Toward Africa [Asante 2011], Facing South to Africa [Asante 2014], and Revolutionary Pedagogy [Asante 2017], have become rich sources for countless scholars to probe for both theory and content. His recent award as National Communication Association (NCA) Distinguished Scholar placed him in the elite company of the best thinkers in the field of communication. In African Studies he is usually cited as the major proponent of Afrocentricity which the NCA said in its announcing of his Distinguished Scholar award was “a spectacular achievement”. Molefi Kete Asante is interviewed because of his recognized position as the major proponent of Afrocentricity and the most consistent theorist in relationship to creating Africological pathways such as institutes, research centers, departments, journals, conference and workshop programs, and academic mentoring opportunities. Asante has mentored over 100 students, some of whom are among the principal administrators in the field of Africology. Asante is professor of Africology at Temple University and has taught at the University of California, State University of New York, Howard University, Purdue University, Florida State University, as well as held special appointments at the University of South Africa, Zhejiang University in Hangzhou, and Ibadan University in Nigeria.

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Cochran, Lessie, Hua Feng, Gwendolyn Cartledge, and Sheri Hamilton. "The Effects of Cross-Age Tutoring on the Academic Achievement, Social Behaviors, and Self-Perceptions of Low-Achieving African-American Males with Behavioral Disorders." Behavioral Disorders 18, no. 4 (August 1993): 292–302. http://dx.doi.org/10.1177/019874299301800402.

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Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. Four fifth-grade and four second-grade African-American males with behavioral disorders who did not participate in the tutoring program served as comparisons for the tutors and tutees. The effects of the tutoring program on social behaviors was assessed through direct observations and pre/post ratings by classroom teachers. Similarly, self-ratings of social competence were obtained on all students. Percentage increases in sight words were greater for all tutors and tutees compared to those of their nontutoring peers. Positive social interactions were observed during tutoring and teacher ratings were more favorable for tutoring students. The intervention appeared to have no effect on self-perceptions of social skills. The results of this study validate the ability of low-achieving African-American males with behavioral disorders to serve as tutors and the beneficial effects for both tutees and tutors.

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Davis, Pamela, Michael P. Davis, and Jerry A. Mobley. "The School Counselor's Role in Addressing the Advanced Placement Equity and Excellence Gap for African American Students." Professional School Counseling 17, no. 1 (January 2013): 2156759X0001700. http://dx.doi.org/10.1177/2156759x0001700104.

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This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African American students into AP Psychology and supported them through group and individual counseling to create an achievement-minded cohort that emphasized peer relationships and academic success.

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Bailey, Deryl F., and Mary E. Bradbury-Bailey. "Empowered Youth Programs: Partnerships for Enhancing Postsecondary Outcomes of African American Adolescents." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400107.

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With the implementation of the No Child Left Behind Act of 2001, the educational community has the opportunity to ensure that underserved populations, such as students of color and poor students, receive the necessary educational support to achieve academic success. Relevant data from the Education Trust (1999, 2003, 2006) suggest a growing achievement gap between the academic performance of students of color and that of their White counterparts. This gap has led many educational communities to implement various strategies to close the achievement gap for these underserved populations. Family involvement has long been heralded as a key component for academic success and has moved to the forefront as educational communities explore ways to involve families in the educational experiences of their children (Gonzalez, 2002; Gonzalez-DeHass, Willems, & Holbein, 2005; Henderson, Mapp, Johnson, & Davies, 2007). This article reviews how academic enrichment programs, as part of the educational community, promote and support parental engagement to encourage academic success for all students.

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Laversuch, Iman Makeba. "Making the Connection: Language and Academic Achievement Among African American Students (review)." Language 77, no. 4 (2001): 849–50. http://dx.doi.org/10.1353/lan.2001.0228.

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Boyraz, Güler, Sharon G. Horne, Archandria C. Owens, and Aisha P. Armstrong. "Academic achievement and college persistence of African American students with trauma exposure." Journal of Counseling Psychology 60, no. 4 (2013): 582–92. http://dx.doi.org/10.1037/a0033672.

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Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Achievement and Self-Concept of Minority Students in Elementary School Gifted Programs." Journal for the Education of the Gifted 18, no. 2 (April 1995): 189–209. http://dx.doi.org/10.1177/016235329501800206.

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Despite considerable interest in the identification of minority students for gifted programs, few studies have investigated minority students actually selected for gifted programs. The present study reports on the standardized achievement scores and self-concept levels of African-American (N = 299), Hispanic (N = 52), and white (N = 595) elementary school students placed in gifted or regular school programs. Results indicate that minority students identified for gifted programs scored significantly higher on achievement measures than minority students placed in regular classrooms, although white gifted-program students scored significantly higher than both African-American and Hispanic gifted-program students. There were no minority-group differences in academic or social self-concept. Additional analyses suggested that the distinction between academic and social self-concept used with white students may not be applicable to minority students. This article challenges gifted education to address the conceptual problems and methodological difficulties in interpreting the meaning of standardized achievement test scores for minority students in gifted programs.

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Dixson, Dante D., and David Stevens. "A Potential Avenue for Academic Success: Hope Predicts an Achievement-Oriented Psychosocial Profile in African American Adolescents." Journal of Black Psychology 44, no. 6 (September 2018): 532–61. http://dx.doi.org/10.1177/0095798418805644.

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In a sample of 117 African American students, we examined how well hope predicts five psychosocial variables—school belonging, academic self-concept, goal valuation, attitude toward teachers, and academic motivation/self-regulation—that altogether make up an achievement-oriented psychosocial profile. Results indicated that, after controlling for demographics and previous achievement, the subscales of hope accounted for a meaningful portion of all five psychosocial variables, ranging from 17.2% to 29.9%. The agency subscale of hope was a significant predictor of all five psychosocial variables, while pathways was only a significant predictor of goal valuation and academic self-concept. Given that several quick and effective universal hope interventions have been developed, these results suggest that hope may be a promising avenue to improve the achievement-related outcomes of African American students as well as aid in mitigating the achievement gap.

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Lleras, Christy. "Race, Racial Concentration, and the Dynamics of Educational Inequality Across Urban and Suburban Schools." American Educational Research Journal 45, no. 4 (December 2008): 886–912. http://dx.doi.org/10.3102/0002831208316323.

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This study uses national data from the National Educational Longitudinal Study to model educational inequality as a feedback process among course placement, student engagement, and academic achievement, separately for students in schools with high and low percentages of African American students. Results find strong effects of placement, engagement, and performance on one another over time and across both school types. However, the results also show that racial segregation is detrimental to the overall learning process for students between 8th and 10th grade. The author concludes that White and African American students in predominantly Black, particularly urban, schools are significantly disadvantaged at each point of the learning process compared to students in other school types.

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Coleman, Sean T., Adrian Wayne Bruce, Lamar Jamison White, A. Wade Boykin, and Kenneth Tyler. "Communal and Individual Learning Contexts as They Relate to Mathematics Achievement Under Simulated Classroom Conditions." Journal of Black Psychology 43, no. 6 (August 25, 2016): 543–64. http://dx.doi.org/10.1177/0095798416665966.

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The current study builds on previous communalism research by exploring the enduring facilitative effects of communal learning contexts on academic achievement for African American children over extended time and while calling on critical thinking skills. In addition, this study sought to explore the communalism construct in a more applied academic environment that approximated real classroom conditions. This study examined performance differences in fraction problem solving among 96 low-income African American students in Grades 3 to 6 participating in either a communal or individual learning context. Pretest to posttest gains showed that students randomly selected for the communal learning context significantly outperformed students who learned in the individualistic context. Additionally, communal learning students outperformed their individual counterparts during each weekly domain assessments. Several promising results obtained draws the communalism construct to a more applied culturally relevant pedagogical tool.

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Wilson, Travis, Ramin Karimpour, and Philip C. Rodkin. "African American and European American Students’ Peer Groups During Early Adolescence: Structure, Status, and Academic Achievement." Journal of Early Adolescence 31, no. 1 (November 14, 2010): 74–98. http://dx.doi.org/10.1177/0272431610387143.

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Stewart, Endya B. "Individual and School Structural Effects on African American High School Students' Academic Achievement." High School Journal 91, no. 2 (2007): 16–34. http://dx.doi.org/10.1353/hsj.2008.0002.

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Cue, Erin N., and April Z. Taylor. "Modifying Harmful Beliefs About Academic Setbacks: An Attribution Retraining Intervention for African-American Middle School Students at Risk for Academic Failure." Journal of Education and Development 4, no. 3 (November 11, 2020): 30. http://dx.doi.org/10.20849/jed.v4i3.799.

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Ongoing reports of the achievement gap suggest the need for effective interventions that can increase motivation and academic outcomes for African-American youth. This study describes a 3-week evidence-based attribution retraining intervention designed to alter harmful beliefs associated with academic failure among African-American middle school students. Guided by attribution theory, the lessons in the intervention were designed to help students modify maladaptive attributions for academic failure and understand that positive academic outcomes could be obtained through increased preparation and effort. Participants included 64 6th graders identified as low achieving who were randomly assigned to either a treatment or wait-list control group. Results showed significant increases in adaptive attributions and decreases in maladaptive attributions for the treatment group compared to the control group. Implications for policy and practice are discussed.

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Clark, Isaac, and Donald Mitchell, Jr. "Exploring the Relationship Between Campus Climate and Minority Stress in African American College Students." JCSCORE 4, no. 1 (January 2, 2019): 66–95. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.1.66-95.

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During recent decades, there has been a growth in research exploring the social experiences of African American students attending institutions of higher education. Research that examines minority stress suggests that students of color experience cognitive stressors specific to their racial identity or status as minorities on campus. Many studies have expanded on this knowledge in terms of academic achievement, retention, and adjustment to campus during the first year. The present study explored the concept of minority stress in relation to campus climate and the mental health of African American college students. The participants in this study consisted of eight college students from a predominantly White Midwestern university who identified as African American. Utilizing one-on-one interviews, the students discussed their experiences on campus, their perceptions of campus climate, the stress they experienced as students of color, and how these aspects may have contributed to symptoms of depression and anxiety. Information shared by the students indicated that campus climate and minority stress are closely associated with one another, especially when considering the racial status of the students. While students described feeling stress, discomfort, and burden due to campus climate and minority stress, the investigators were unable to determine if the symptoms described were, in fact, due to anxiety or depression.

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Liou, Daniel D., Patricia Randolph Leigh, Erin Rotheram-Fuller, and Kelly Deits Cutler. "The Influence of Teachers’ Colorblind Expectations on the Political, Normative, and Technical Dimensions of Educational Reform." International Journal of Educational Reform 28, no. 1 (January 2019): 122–48. http://dx.doi.org/10.1177/1056787918824207.

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This ethnographic case study examined the experiences of African American students within an urban school detracking reform initiative, which was intended to replace tracking practices through the institution of small schools. Over the course of a year, the researchers interviewed administrators, teachers, and students while gathering observational data from classrooms to explore the political nature of the reform and its impact on how students were viewed and treated by their teachers. Although this school reorganization aimed to expand opportunities for African American students, ultimately the data illustrated that restructuring efforts failed to change teachers’ attitudes and academic expectations, thereby denying students equitable educations. We found colorblindness to be a key factor that informed teachers’ persistent low expectations for students of color that reproduced tracking practices and inequitable opportunity structures in the smaller schools, thereby reinforcing the former stereotypes of low achievement for those students. This study calls for educators to challenge the racial ideologies of academic achievement, vis-a-vis teachers’ colorblind expectations, through political, normative, and technical dimensions of change to actualize educational equity in urban schools.

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Easton-Brooks, Donald, and Alan Davis. "Teacher qualification and the achievement gap in early primary grades." education policy analysis archives 17 (August 10, 2009): 15. http://dx.doi.org/10.14507/epaa.v17n15.2009.

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Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.

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Nichols, Robert L. "One African Male in Higher Education." Multicultural Learning and Teaching 11, no. 2 (September 1, 2016): 197–214. http://dx.doi.org/10.1515/mlt-2016-0003.

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AbstractMany predominantly White universities and colleges are seeking ways to both recruit and retain Black students (Simmons, J., Lowery-Hart, R., Wahl, S. T., & McBride, M. C. (2013). Understanding the African-American student experience in higher education through a relational dialectics perspective. Communication Education, 62(4), 376–394. doi: 10.1080/03634523.2013.813631). With lower academic results from the K-12 system, it is specifically harder for these universities and colleges to recruit and retain Black male students. There has been much study given to why Black men are not as successful as other racial and gender groups in K-12, but little research has been given to Black men who successfully finish the K-12 system and matriculate to higher education (Griffin, K. A., Jayakumar, U. M., Jones, M. M., & Allen, W. R. (2010). Ebony in the ivory tower: Examining trends in the socioeconomic status, achievement, and self-concept of black, male freshmen. Equity & Excellence in Education, 43(2), 232–248. doi: 10.1080/10665681003704915). This study presents the cultural background of a male from Africa and how his culture has helped him to be successful in higher education.

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Tucker, Catherine, Andrea Dixon, and Ke'Shana Griddine. "Academically Successful African American Male Urban High School Students’ Experiences of Mattering to Others at School." Professional School Counseling 14, no. 2 (December 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400202.

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Mattering to others has been shown to be a key construct of mental health and wellness. Emerging research links interpersonal mattering and school climate. In this study, the authors use transcendental phenomenology to explore how interpersonal mattering impacts the academic achievement of urban African American males who are academically successful in high school. Implications for the integration of this new information in school counseling are discussed.

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North, Elizabeth A., and Allison M. Ryan. "The Association of Peer Academic Reputations in Math and Science With Achievement Beliefs and Behaviors During Early Adolescence." Journal of Early Adolescence 38, no. 6 (February 13, 2017): 772–94. http://dx.doi.org/10.1177/0272431617692441.

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This study examines the nature and implications of peer academic reputations in math and science classes for early adolescents’ achievement beliefs and behaviors. The sample was 840 students (51% girls; 36% African American, 47% European American, 7% Latino, 6% Asian American, and 3% Other). About half the sample (47%) was from 27 fifth-grade classrooms in elementary schools and about half the sample (53%) was from 28 sixth-grade classrooms in middle schools. Peer academic reputations and student adjustment were assessed in the fall and spring of the school year. Peer academic reputation in the fall was associated with students’ self-concept, worry, and engagement (but not intrinsic value) in the spring, controlling for fall levels. Peer academic reputation operated similarly across gender, ethnicity, and grade level. Thus, peers’ opinions and expectations about each other’s math and science achievement matter for the development of students’ achievement beliefs and behaviors in math and science.

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Linton, Thomas H., and Donald Kester. "Exploring the Achievement Gap Between White And Minority Students in Texas." education policy analysis archives 11 (March 14, 2003): 10. http://dx.doi.org/10.14507/epaa.v11n10.2003.

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The Texas Assessment of Academic Skills (TAAS) has been used to document and track an achievement gap between white and minority students in Texas. Some educators have credited the TAAS with fueling a drive to close the achievement gap while others suggest that TAAS scores may be misleading because of factors such as score inflation and a possible ceiling effect. The purpose of this study was to analyze the gap in mathematics achievement for eighth grade students. The study compared TAAS and National Assessment of Educational Progress (NAEP) test results to determine if the achievement gap between white, Hispanic, and African-American Students had narrowed between 1996 and 2000. Results indicate that TAAS mean scores increased significantly for all three ethnic groups between 1996 and 2000. Comparison of the TAAS test score frequency distributions for each ethnic group indicated that white students' scores shifted from the middle to the upper portion of the test score range while minority students' scores shifted from the lower to the middle and higher score range. Both white and minority students' TAAS test score distributions were significantly more negatively skewed in 2000 than in 1996. Comparisons between white and minority students' TAAS scores showed that white students had significantly higher scores than either Hispanic or African-American students in both 1996 and 2000. Comparison of mean score differences in 1996 and 2000 indicated that the achievement gap between white and minority students had narrowed. NAEP scores increased significantly from 1996 to 2000 for Hispanic students, but not for white or African-American students. However, test score distribution patterns showed small positive changes for all three ethnic groups. Comparisons between ethnic groups indicated that there were significant differences between white and minority students' scores in both 1996 and 2000. Comparison of mean score differences in 1996 and 2000 indicated that the achievement gap between Hispanic white students had narrowed slightly but that there was no change in the achievement gap between white and African-American students. Analysis of the TAAS test score distribution patterns indicated the likelihood that a ceiling effect had impacted students' scores. The evidence for a ceiling effect was strongest for white students. In 2000, 60.4% of white students had a TAAS score that fell in the top 10% of the score range. In contrast, there was no evidence of a ceiling effect for the NAEP. Mean score gains on the TAAS are only partially substantiated by the NAEP data. Furthermore, there is a very strong possibility that a ceiling effect artificially restricted the 2000 TAAS scores for white students and created the illusion that the achievement gap between minority and white students had been narrowed.

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Witherspoon, Karen McCurtis, Suzette L. Speight, and Anita Jones Thomas. "Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy Among African American High School Students." Journal of Black Psychology 23, no. 4 (November 1997): 344–57. http://dx.doi.org/10.1177/00957984970234003.

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Wang, Chuang, Xitao Fan, and David K. Pugalee. "Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools." Education and Urban Society 52, no. 7 (December 29, 2019): 1112–32. http://dx.doi.org/10.1177/0013124519894970.

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This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.

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Journal articles on the topic 'African American students African American students African Americans African Americans Academic achievement'

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